| Unit name | Developmental Genetics and Embryonal Cancers |
|---|---|
| Unit code | PANM33003 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Malik |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
One unit from level 6/H in teaching block 1 and two level 6/H units from teaching block 2 and Research Skills unit. |
| Units you may not take alongside this one |
None |
| School/department | School of Cellular and Molecular Medicine |
| Faculty | Faculty of Life Sciences |
Why is this unit important?
Many changes that differentiate cancer cells from normal cells occur as a result of alterations in genes and pathways involved in normal development. This unit will consider molecules, mechanisms and pathways that are critical in regulating early developmental processes. By understanding this, the students will gain an appreciation of how defects and diversions of normal growth control can lead to developmental diseases. In particular, the course will elaborate on aberrations that contribute to childhood and adult cancers. The Unit outlines how this understanding may contribute to new therapies for cancer.
How does this unit fit into your programme of study?
Developmental Genetics and Embryonal Cancers develops themes introduced in first and second year units such as Normal and Tumour Cells (Level 4), and Gene Expression and Rearrangement (Level 5). The Unit aims to build on this to achieve a deeper understanding of Cancer Biology, and complements the other third year cancer unit, Cancer Mechanisms and Therapeutics.
An overview of content
This unit will outline how critical molecules, pathways and mechanisms regulate cell growth and development, and examine the pathological consequences of aberrant control. Lectures will expand on understanding:
How will students, personally, be different as a result of the unit
Students will gain an appreciation of how defects and diversions of normal growth control can lead to developmental diseases.
Learning Outcomes
Lectures, Data Handling Session.
Independent study: Students are expected to study the recommended literature.
Task which helps you learn and prepare you for summative tasks (formative)
Students will complete a formative essay on this or one of the other Level 6 units offered by the School of Cellular and Molecular Medicine in teaching block 1. Feedback will be discussed in small group teaching sessions during teaching block 1 which will provide the students with the opportunity to become more familiar with the marking descriptors of the assessment criteria used at Level 6/H.
Task which counts towards your unit mark (summative)
Students will have an examination before the winter break;, the exam will include two essays, one to be chosen from each section containing three questions.
When an assessment does not go to plan.
If you are unable to take an end of unit exam due to self-certification or exceptional circumstances the faculty examination board may give you the opportunity to take this in the reassessment period. The examination will be in the same format as the initial examination.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. PANM33003).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
